Difference in grading parameters in architectural schools and its impact on the competency rating of future professionals

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dc.creatorAlagbe, O. A., Oluwatayo, A. A., Aderonmu, P. A, Alalade, G. M
dc.date2015
dc.date.accessioned2025-03-28T16:30:53Z
dc.descriptionArchitecturaleducationinNigeriaisdividedintoatwo-tiertrainingsystemoffourandtwoyearsfor undergraduateandpostgraduatestudy,respectively.Afterthecompletionofpostgraduatestudy,a studentisdeemedcompetenttotaketheprofessionalpracticeexamination.Successinthis examinationqualifies astudenttoberegisteredasanarchitect.Thecompetencyratingoffuture professionalsinarchitecturalschoolsinNigeriaisdeterminedthroughajurysystemofscoringbased on predeterminedgradingparameters.However,thegradingparametersadoptedbyassessing authorities(academicprofessorsandpractitioners representingtheprofessionalbody)differ.The difference inthegradingparametersemployedbythe twoapprovedassessingauthoritiesinNigeria was investigatedinthisstudy.CovenantUniversityinNigeriawasusedasacasestudy.Thegrading parameters andscoresforthe2013academicsession werecomparedtodeterminesimilaritiesand differences,whichmighthaveaffectedthecompetencyratingofstudents.Descriptivestatisticswas employed toanalyzethedataobtained.Resultsshowedasignificant differenceinscoringbythetwo authorities.Thisdifferencehadasignificantconsequenceonthecompetencyratingofstudents
dc.formatapplication/pdf
dc.identifierhttp://eprints.covenantuniversity.edu.ng/5593/
dc.identifier.urihttps://repository.covenantuniversity.edu.ng/handle/123456789/34986
dc.languageen
dc.publisherElsevier
dc.subjectNA Architecture
dc.titleDifference in grading parameters in architectural schools and its impact on the competency rating of future professionals
dc.typeArticle

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